The efficacy of Telegram Messenger as a tool for enhancing argumentative writing among students in open and distance learning

Abstract

Purpose

This paper explores the effectiveness of using Telegram Messenger as a tool to enhance argumentative writing skills among open and distance learning (ODL) students. The paper outlines that argumentative writing is a crucial skill, particularly in written discourse, and that teaching it to ODL students presents unique challenges compared to traditional classroom settings.

Design/methodology/approach

This quasi-experimental study was conducted on first-year ODL students in a Malaysian tertiary institution to measure the effectiveness of using Telegram Messenger to improve argumentative writing skills. The study used convenient sampling, with pre- and post-tests administered to both control and experimental groups, and the results were analyzed using paired sample t-tests. Additionally, qualitative data were gathered from six selected students, ensuring rigorous analysis and elimination of confounding variables by assigning the same writing tasks to all participants.

Findings

The findings of this paper suggest that students in the experimental group showed significant improvement in their argumentative writing skills, as evidenced by higher post-test scores compared to the control group. Qualitative feedback from selected students indicated that Telegram Messenger encouraged participation and made the writing process more engaging and interactive.

Research limitations/implications

The study involved a relatively small sample size of 60 students from two cases and lasted only 10 weeks. Thus, the findings might not be generalizable to all ODL students. A longer study duration will provide findings on the long-term effects of using Telegram Messenger on argumentative writing skills. Factors such as age, educational background, language proficiency and prior experience in online learning could yield different results.

Practical implications

For educators and institutions involved in online education, this research highlights the potential of integrating digital platforms like Telegram Messenger into their teaching strategies to enhance student engagement and learning outcomes, particularly in areas such as writing skills development. It also underscores the importance of adapting teaching methods to suit the unique needs and challenges of ODL students. Moreover, incorporating Telegram in ODL writing classrooms can foster a dynamic, interactive environment that supports both individual and collaborative learning.

Social implications

ODL has become increasingly popular, especially with the rise of digital communication platforms. This study delves into how such platforms, like Telegram Messenger, can be utilized to enhance the learning experience for ODL students. By leveraging technology, educational opportunities can potentially be extended to individuals who may not have access to traditional classroom settings due to geographical, financial or other constraints.

Originality/value

The originality and value of this study lie in its focus on using Telegram Messenger, a widely accessible and familiar digital platform, to address the unique challenges ODL students face in developing argumentative writing skills in ODL. By employing a quasi-experimental design with both quantitative and qualitative analyses, the study provides robust evidence of Telegram’s effectiveness as a tool to improve engagement and writing outcomes, distinguishing it from traditional methods and other digital platforms that may lack the immediacy or interactivity Telegram offers.

Introduction

In recent years, digital communication tools have significantly transformed educational methodologies, especially in the context of open and distance learning (ODL). Among these tools, messaging applications have emerged as platforms for facilitating interactive and collaborative learning experiences. Telegram Messenger, known for its robust features and user-friendly interface, has garnered attention as a potential tool for enhancing various educational outcomes, such as improving argumentative writing. Argumentative writing is a critical skill that fosters students' abilities to construct coherent arguments, present evidence and engage in analytical thinking. The ability to craft a good argument is important for various reasons. According to Kuhn et al. (2016), argumentation is a reasoning ability necessary for concept formulation, problem-solving and good judgment. However, compared to other subjects (for example, science), only a few experimental studies have explicitly focused on teaching students to write argumentative text (Alexander et al., 2023; Arihasta, 2023; Xu et al., 2023; Nussbaum, 2021; Ferretti and Lewis, 2019; Lukomskaya, 2015). Nussbaum (2008) posited that a good argument comprises claims and counterclaims. The incorporation of both in a written paper will increase its validity and avoid bias as suggested by Chokwe et al. (2013), especially in the ODL context. We agree that learning to write effective argumentative texts is difficult, and teaching it to ODL students at the tertiary level is equally challenging. Samiullah and Qadeer (2018) and Zaini et al. (2022) agree that English as a Second Language (ESL) tertiary students face writing difficulties, specifically in writing an argument, and ODL students are no exception. ODL students use one hundred percent online modes of communication and instructions. Thus, the primary goal of this research was to create a relatively easy online learning intervention that could enhance the argumentative writing of students in tertiary institutions studying ESL in ODL institutions. The efficacy of this model was then evaluated by first-year ODL students using a quasi-experimental method.

However, developing these skills in an ODL setting poses unique challenges due to the lack of face-to-face interaction and immediate feedback. Traditional methods of teaching argumentative writing often rely on direct teacher-student engagement and peer discussions, which are less feasible in ODL environments. Consequently, there is a pressing need to explore alternative avenues that can bridge this gap and provide effective learning support.

Learning techniques have undergone substantial transformation due to the incorporation of technology in education, especially in the context of ODL. Telegram Messenger has surfaced as a promising teaching tool among other digital technologies. This research examines the effectiveness of Telegram Messenger in helping ODL students improve their argumentative writing abilities, since it offers a range of functionalities that could be harnessed to support the development of argumentative writing skills among ODL students. Telegram’s features, including group chats, channels, file sharing and voice notes, promote dynamic interaction and real-time feedback, similar to traditional classroom collaboration. Additionally, its support for multimedia content and integration with other educational tools enhances its versatility for various learning activities.

Background of the studyThe incorporation of technology in ODL

The incorporation of technology has led to considerable enhancement in ODL. The swift advancement and use of technological tools have revolutionized the educational domain, offering improved accessibility, adaptability and excellence in learning encounters. Shehzadi et al. (2021) indicated that information and communication technology, e-service quality and e-information quality have a favorable impact on students' e-learning, resulting in the creation of good e-word of mouth and increased student satisfaction. Additionally, the findings revealed that electronic word of mouth and student contentment play a crucial role in creating a favorable brand image for ODL universities (Chapelle, 2019).

Learning management systems (LMS) are essential in ODL, providing platforms for course content delivery, communication and assessments. Widely used LMS platforms like Moodle, Canvas and Blackboard enhance educational effectiveness by consolidating resources and facilitating communication between teachers and students (Moore and Kearsley, 2020).

The use of mobile devices as instructional tools<p>The use of mobile devices as instructional tools has been shown to enhance both teachers' creativity and learners' experiences (<xref ref-type="bibr" rid="ref012">Javid <i>et al.</i>, 2023</xref>). Mobile devices enable instructors to explore diverse teaching methods and utilize various instructional resources, boosting motivation, self-confidence and communication skills. Consequently, integrating mobile learning tools alongside LMS can improve educational outcomes and enhance the experiences of ODL students.</p><p>To date, there is very little research on skills, especially argumentative essay writing, among ODL students. Other studies do not improve the situation or focus on enhancing the students' or instructors' experiences. Therefore, this research examined the potential of Telegram Messenger as a tool to improve argumentative essay writing.</p><sec id="sec002.3">Telegram Messenger as an educational tool<p>Telegram is a mobile application that facilitates communication between users via computers and mobile devices. The following are some reasons why Telegram can be utilized in education:<list id="list1" list-type="simple"><list-item><p><b>(1)</b>It can be used on a variety of platforms, including computers and cell phones;</p></list-item><list-item><p><b>(2)</b>The acceptable file formats can range from Word, PowerPoint, Excel, JPG, AAC and PDF and</p></list-item><list-item><p><b>(3)</b>It allows large file transmission and the grouping features can be up to 1,000 members.</p></list-item></list></p><p>Telegram is viewed as an asynchronous, student-centered teaching tool that facilitates knowledge exchange regardless of location or time. It emphasizes peer-to-peer communication and supports learning in various settings, including traditional, online and continuing education. It blends self-study with asynchronous interactions to enhance learning (<xref ref-type="bibr" rid="ref008">Denysiuk <i>et al.</i>, 2018</xref>, p. 2). The study was also supported by <xref ref-type="bibr" rid="ref023">Yinka and Queendarline (2018)</xref>, who discovered that students made use of the Telegram application for educational purposes and that it is a useful addition to the traditional teaching approach. Therefore, to enhance university education, Telegram should also be included in curricula at higher education institutions.</p><sec id="sec002.4">Argumentative writing in ODL<p>Argumentative writing is essential for cultivating critical thinking, logical reasoning and persuasive communication abilities. The primary difficulty in ODL lies in delivering sufficient assistance and engagement to foster the optimal development of these abilities.</p><p><xref ref-type="bibr" rid="ref024">Zaini <i>et al.</i> (2022)</xref> emphasized that writing skills, particularly argumentative writing, hold critical importance in the context of ODL. Their research highlights that developing argumentative writing skills empowers students to cultivate essential academic proficiencies, such as critical thinking, structured analysis and evidence-based reasoning. In ODL, where students engage with content independently and often without immediate feedback, these skills are invaluable. Argumentative writing not only strengthens students' ability to organize and present complex ideas logically but also fosters an analytical approach that underpins independent learning.</p><p>Additionally, <xref ref-type="bibr" rid="ref024">Zaini <i>et al.</i> (2022)</xref> argued that in the ODL context, students must be adept at clear and effective communication, both in written and spoken forms, as these skills are foundational to successful interactions within a virtual learning environment. Unlike face-to-face settings, where non-verbal cues can aid comprehension, ODL relies heavily on the precision of language to ensure mutual understanding between presenters and their audience. The authors concluded that in a virtual setting, well-developed communication skills are key to bridging the gap created by the lack of physical presence, enhancing engagement and facilitating constructive participation among peers and instructors.</p><p>In a study by <xref ref-type="bibr" rid="ref026">Ramli <i>et al.</i> (2024)</xref>, the challenge faced by ODL learners is similar to that encountered by ESL foundation learners when composing argumentative essays online, due to the inherent nature of ODL. Given that the participants were engaged in ODL, they were required to write the assigned argumentative essay online from the convenience of their own homes. <xref ref-type="bibr" rid="ref009">Djalilova (2020)</xref> stated that in the context of ODL, certain learners are prone to facing unexpected situations that can impact their task performance. According to <xref ref-type="bibr" rid="ref003">Allen and Seaman (2010)</xref>, high motivation and stringent self-discipline are essential for learners to thrive and achieve success in ODL. Therefore, the challenges that arise in online learning situations can cause difficulties in writing and subsequently impact students' motivation to write.</p><sec id="sec002.5">Challenges in teaching and learning argumentative writing in the ODL context<p>ODL students frequently experience social isolation and restricted opportunities for connection with both their peers and teachers, which might impede the development of strong persuasive writing abilities. Timely feedback and collaborative discussions are crucial for refining these skills (<xref ref-type="bibr" rid="ref007">Daud <i>et al.</i>, 2022</xref>).</p><p>In a conventional educational setting, students are promptly provided with feedback on their written work by both teachers and classmates. Feedback in an ODL environment is frequently postponed, impeding the iterative process of composing and rewriting argumentative essays. Prompt feedback is essential for students to comprehend and rectify their errors, particularly in argumentative writing, where organization, reasoning, and coherence are critical (<xref ref-type="bibr" rid="ref025">Zeichner, 2018</xref>).</p><p>In addition, <xref ref-type="bibr" rid="ref011">Hrastinski (2019)</xref> asserted that peer interaction plays a crucial role in the process of learning argumentative writing in the context of ODL. It enables students to evaluate and analyze each other’s work, engage in conversations about diverse perspectives and enhance their arguments through active debate and discussion. However, ODL systems sometimes restrict impromptu peer engagement because of the use of asynchronous communication and the physical distance between participants.</p><sec id="sec002.6">The efficacy of Telegram in enhancing argumentative writing<p>This research highlights how Telegram facilitates group discussions, peer reviews and collaborative writing, which are essential for improving argumentative writing skills. Its instant messaging feature enables quick feedback and ongoing engagement between students and instructors. Studies show that peer feedback in Telegram groups enhances critical thinking and writing skills by providing diverse perspectives. At the same time, participation simulates classroom dynamics, allowing students to practice debates and refine their writing through feedback.</p><p>Several studies indicate that Telegram Messenger enhances motivation, engagement and writing skills. <xref ref-type="bibr" rid="ref021">Wahyuni (2018)</xref> noted its effectiveness in providing a collaborative learning environment that boosts students' persuasive writing abilities. <xref ref-type="bibr" rid="ref002">Alizadeh (2018)</xref> emphasized that Telegram’s instant feedback and peer evaluation are vital for improving writing proficiency. They allow students to quickly identify and correct errors, thus deepening their understanding of persuasive frameworks. However, there is limited research on its use, specifically for improving argumentative writing skills among ODL learners.</p><h2>Methodology

Research design

The study employed a quasi-experimental study. According to Gopalan et al. (2020), quasi-experimental design studies have good outcomes in measuring intervention in educational research. The research was conducted on ODL students in a learning institution in Malaysia. The participants were first-year students who had to take writing skills as a subject. The convenient sampling method was used in selecting the first-year students taking a writing skills subject in a tertiary institution. The researcher had the opportunity to consult with the lecturer responsible for supervising this writing assignment. The teacher was a specialist in writing skills in the institution, with six years of teaching experience at the time of writing. The curriculum emphasized the teaching of writing, especially the skill of argumentation.

According to the lecturer, the most difficult aspect of the participants’ argumentative writing was their ability to coordinate and articulate their argument, not their language proficiency. The participants possessed the requisite language skills to articulate their thoughts. In the writing skills subject, students learn various types of writing genres, including argumentative writing.

The study design for both groups included a pre- and post-test to determine the efficacy of the online learning strategy, namely the discussion in Telegram Messenger. Both groups’ pre- and post-test scores were compared using Statistical Software for Social Sciences (SPSS) version 29 using a paired sample t-test. Six students from the experimental group were selected based on their post-test scores of high, medium and low. Nassaji (2020) asserted that good qualitative research must be robust, knowledgeable and well-documented, emphasizing its interpretative and naturalistic nature while also requiring a methodical approach involving issue identification, data collection, analysis, explanation, evaluation and interpretation. Ensuring the rigor and quality of qualitative research is essential. To eliminate confounding variables, students were assigned the same writing topics weekly, and all participants in both groups completed identical pre- and post-tests.

Research procedure<p><list id="list2" list-type="simple"><list-item><p><b>(1)</b>Experimental group</p></list-item></list></p><p>This research was performed over 10 weeks due to work constraints and class schedules of the ODL students. Although we would have preferred a longer period, the ten weeks (not including the first and last weeks for pre-and post-testing) were adequate for the ODL students to complete all necessary activities. Every week, the instructor gave argumentative topics listed in the students’ writing module to be discussed in Telegram Messenger. The research began with a pre-test administered to each group of students. Each student was given 50 minutes to write an argumentative essay on a subject and email it to the instructor. The second phase of the research included teacher-guided instruction in online lectures, followed by discussions on a given topic among a few groups of students in Telegram Messenger before they post their discussed answers in the LMS. The post-test followed the same protocol as the pre-test. Students had 50 minutes to complete their essays and email them to the instructor. To prevent the carry-over impact of the pre-test, the post-test subject was different from the pre-test but of comparable complexity. Students completed pre- and post-test essays online under close observation from the instructor.<list id="list3" list-type="simple"><list-item><p><b>(2)</b>Control group</p></list-item></list></p><p>The control group had the same pre-test and post-test essays as the experimental group. The control group students wrote the argumentative essay online under observation and would then email the instructor. After the pre-test, the instructor gave teacher-guided instruction through online lectures and uploaded the weekly discussion questions in the LMS. Students were allowed to ask questions to the instructor; however, they did not have weekly discussions in Telegram Messenger before they individually posted their answers. The post-test followed the same protocol as the pre-test. Students had 50 minutes to complete their essays and email them to the instructor. To prevent the carry-over impact of the pre-test, the post-test subject was different from the pre-test but of comparable complexity. Students completed pre-and post-test essays online under close observation from the instructor.</p><h2>Findings and discussion

Quantitative results

The instructor graded the students’ pre- and post-test writings using the rubric generally used in the subject and ascertained the grading’s reliability. An independent marker was asked to rate 70% of the student’s essays. Overall, there was 86% agreement between the two markers. The pre-test results and post-test results are indicated below in Table 1.

As for the control group, only teacher-led instruction in online lectures did not involve students’ discussion in Telegram Messenger. Both groups comprised 30 students. The average score for the pre-test was 50.87, with a standard deviation of 12.9, while the post-test was 53.13, with a standard deviation of 12.2. There is not much difference in this study’s average and standard deviation scores for the control group.

The experimental group involved additional intervention that included the students’ discussion in Telegram Messenger; the average score for the pre-test was 53.70 with a standard deviation of 10.50, while the post-test score was 79.40 with a standard deviation of 6.92, as presented in Table 2 above. There were huge differences between the pre-test and the post-test scores shown in the study. Therefore, we may conclude that the intervention helped improve the students’ scores for argumentative writing, as presented in Table 2 above.

Qualitative results

In supporting the data provided, we transcribed and translated the recording of the semi-structured interviews. We received permission to engage in a face-to-face interview via MS Teams with the six students to record their opinions about the intervention. The students’ interview data were analyzed using the grounded approach (Strauss and Corbin, 1998) concerning the following elements:

(1)Students’ opinions of Telegram Messenger.

(2)Students’ opinions on the discussions for the weekly topics via Telegram Messenger.

(3)Students’ opinions of using Telegram Messenger to improve their argumentative writing essays. Specifically, for each element, students’ positive and negative comments and suggestions for improvements were noted down.

The feedback was analyzed to uncover common themes and sentiments about the application features, usability and overall effectiveness as a communication tool in educational settings. The findings revealed a mixture of positive experiences and some areas for improvement.

(1)First element

For the first element, the majority of the students were in favor of using Telegram Messenger. One student felt that Telegram is more user-friendly as it can be installed as an application on your mobile phone.

Student 6: “I find Telegram very user-friendly. The interface is clean and intuitive, which makes navigation easy even for someone who is not very tech-savvy like me.”

Another student also gave positive feedback on the application, noting that it can be used across platforms, such as smartphones and computers.

Student 5: “Having Telegram available across all my devices is incredibly convenient. I can start a conversation on my phone and continue it on my laptop without any hassle. The conversation will still be there.”

In addition, one of Telegram Messenger’s profound features is that it is favorable to students. It has few advertisements that could distract its users, so they could use the application to discuss.

Student 4: “Unlike other social media platforms, Telegram doesn’t bombard me with unnecessary notifications or ads. This helps me stay focused on my studies.”

Student 3: “The notification management on Telegram is excellent. I can mute specific groups or channels during study hours and prioritise important messages.”

In addition, students were also in favor of the application because they can focus on their discussion group and the weekly discussion topic and not get distracted by other groups or channels. In comparison with the LMS that is currently used in the university, the selected students felt that Telegram Messenger is easier to navigate and can be opened directly without the need to search in the application’s search engine.

Student 4: “More students are using Telegram now, which makes it easier to stay connected with my peers. It’s becoming the go-to app for academic communication in our university.”

Since Telegram Messenger is an application, ODL students will be able to discuss the weekly topic at any time, anytime and anywhere. Below are some of the students' opinions of Telegram Messenger.

Student 6: I find it convenient. It is much easier to engage with classmates outside of class hours. Since I am also working, Telegram allows me to share them instantly because of the installed application on my mobile phone. Plus, the ability to share multimedia like images and documents enhances our discussions and makes them more interesting.

Student 3 also found Telegram Messenger useful for enhancing the learning experience because it is quite convenient and maintains privacy.

Student 3: “I am all for it! Telegram offers features like polls and bots that can enhance the learning experience. Plus, it integrates well with other apps and services, making it easier to organise the discussion among other students since we are all working. Besides, we do not have to share our number but still can be in the group. As long as everyone respects the platform and stays focused, it is a valuable tool.”

Student 1: When we discuss in class, the number of participants is minimal. Typically, the sharing is carried out by the same individuals. The remaining students will sit in their seats and not contribute … However, on Telegram Messenger, my classmates would post items they discovered from various outlets, broadening my horizons. We can access it from anywhere. We need to install Telegram Messenger.

In summary, for the first element, Telegram Messenger garnered positive opinions from students for several reasons. Its user-friendly interface, extensive range of features and strong security measures make it a preferred choice for communication and collaboration. The ability to create large group chats and channels, share various types of media and access cloud storage enhances the app’s convenience and utility for academic and social purposes.

Moreover, Telegram’s cross-platform availability ensures that students can stay connected across different devices, making it an essential tool for both personal and educational use. The app’s commitment to privacy and data protection further solidifies its reputation among students who prioritize secure communication. Overall, Telegram Messenger’s blend of functionality, accessibility and security has made it a valuable resource for students, fostering a more connected and collaborative learning environment, especially for ODL students who need to stay connected with their work and also study.

(2)Second element

For the second element, the selected students gave their opinions on the weekly topic discussions via Telegram Messenger. This intervention was for the experimental group to determine whether it is working.

The majority of the students from the experimental group were in favor of using Telegram Messenger to discuss the weekly topic. The primary reasons for this choice were that everyone could participate simultaneously and that online participation offered greater flexibility in terms of time and location.

Student 2: “I find Telegram really convenient for our weekly discussions. I can access the chat anytime, anywhere, which makes it easy to catch up on discussions even if I miss the live session.”

Student 3: “The Telegram mobile app is very user-friendly, and I appreciate being able to participate in discussions while commuting or during breaks.

In addition, the atmosphere was less daunting because they were not required to share their contact information with another person in the group if they refused to do so.

Student 4: “Well, what I like the most about the discussions in Telegram is that you don’t have to reveal your contact number in the group. You can use pseudonyms, and you can give your valid opinion without the need to know the person and think twice before giving it.”

Student 3: “Telegram has a more informal vibe, which makes it less intimidating to share my thoughts. I’m more comfortable asking questions and contributing to the conversation.”

In the interview, the majority of the students preferred to discuss in Telegram Messenger rather than traditional forums such as the LMS, as they needed to do it on their laptops and log in to the system. Also, by using the Telegram Messenger application, students could get instant notifications from the discussion. Therefore, with the instant replies, students could keep their momentum for the weekly discussion.

Student 6: “The platform encourages more interaction compared to traditional forums. The real-time messaging helps keep the conversation flowing and feels more dynamic.”

Student 2: “I feel more engaged in the discussions because it's easier to respond quickly. The instant notifications remind me to check the chat regularly.”

The selected students also faced some challenges when discussing the weekly topics in groups. One notable challenge was that during the discussion, students kept on sending messages in the group, but the other students could not keep up. On the other hand, the sound from the notification could be distracting and disturbing.

Student 3: “Sometimes the chat can get overwhelming with too many messages, especially when I'm busy with other tasks. It’s hard to keep up with everything.”

Student 5: “There are many notifications, which can be distracting. I wish there were more options to customize notifications for the academic chats.”

Some students mentioned that during the weekly discussion, a few people would talk about something else rather than the assigned topic. Therefore, the time was prolonged, and they would leave the discussion hanging. Others thought that people did not really get a balanced discussion as some people posted more in the discussion than others.

Student 4: “You know some students will talk about something else during the discussion, I don’t have time as I am working too, so sometimes I just leave the discussion and come back after I finish.”

Student 3: “Not everyone is equally active in the chat. Some students dominate the conversation while others rarely participate. It’s hard to get a balanced discussion.”

Overall, the majority of the students in the experimental group were in favor of using Telegram Messenger to discuss the weekly topics. They cheer the application’s flexibility, and since they are ODL students, they can reply during their free time at work.

Student 2: “Overall, I think using Telegram for our weekly topics is beneficial. It’s not perfect, but it adds a lot of flexibility and encourages more frequent interaction outside the classroom.”

Student 5: “I enjoy the immediate feedback and the ability to have quick discussions on Telegram. However, it should be complemented with other methods to ensure everyone is equally involved and the discussions are thorough.”

In summary, for the second element, Telegram Messenger for weekly topic discussions is a helpful instrument in augmenting student involvement, communication and cooperation. Although the platform has many advantages, its performance can be further enhanced by resolving the issues through the implementation of established rules and greater organization. The students' favorable reaction highlights the capacity of Telegram Messenger as an additional educational tool that promotes an engaging and encouraging learning atmosphere.

(3)Third element

For the third element, we asked the students their opinion on using Telegram Messenger to improve their argumentative writing essays. A significant number of students indicated that Telegram enhanced the ease and frequency of their connections with peers. The users valued the ability to communicate in real-time, enabling prompt feedback and facilitating discussions over their work. The excerpts below are extracted from the students’ responses to the element.

Student 5: “Being able to discuss the topic with classmates in real-time on Telegram was incredibly helpful. I got instant feedback and suggestions, which improved my arguments significantly.”

Student 6: “The group chats were great for brainstorming. Seeing different perspectives helped me refine my thesis and main points.”

Students emphasized how sharing articles, links and writing tools inside the application was convenient and enhanced their research and supporting materials for their discussion.

Student 3: “Sharing links to relevant articles and papers on Telegram saved a lot of time. We could quickly access and discuss high-quality sources. Just comparing with Flexlearn, it is much easier to respond and upload.”

Student 1: “We had a dedicated group where the teacher posted examples on how to do discussion about the topic. It was very easy to have everything in one place. You can just refer to the pinned post.”

The other opinion was on their experience discussing the topics on Telegram. Telegram’s interactive and casual aspect enhanced the writing process by making it less daunting for the students. Therefore, they could discuss the topics freely and easily without feeling stressed as in an academic setting.

Student 4: “It felt more like chatting with friends than doing an assignment, which made the whole process more enjoyable and less stressful. No pressure at all.”

Student 5: “The informal setting encouraged me to share my ideas more openly and confidently. It feels like you are chatting with your friends.”

The most important part of their experience is whether the discussion in Telegram Messenger improved their argumentative writing. Most students experienced improvement in their essays after the weekly discussion. The excerpts below explain the students’ opinions on the element.

Student 1: “When I had discussion in the tele, I feel that I am improving my critical thinking as I need to think while replying the conversation. I also need to give valid reasons in order to argue with my friends in the group”

Student 2: “After the weekly discussion, I feel confidence to write the essay as I can get the ideas from the discussion. So in a way, it is helping me to improve my argumentative essay.”

In general, students had a favorable experience utilizing Telegram Messenger to enhance their argumentative writing essays. The individuals highly appreciated the improved cooperation, convenient availability of resources and supplementary assistance provided by teachers. Although there were some technological hurdles, the advantages of enhanced involvement and immediate feedback overcame these worries. Introducing additional organized communication channels within Telegram could significantly improve its efficacy as an educational instrument.

Nevertheless, some students were reluctant to respond to other people’s posts. Some were afraid of offending other people, while others felt that the discussion topics should have been more controversial:

Student 3: “I am quite scared to reply to others and argue with them.”

Student 2: “I would rather give general comments than argue. I don’t want to create chaos, but online is better; I feel more relaxed.”

Some of the students felt that the researcher should improve the application and the discussion, similar to what is presented below:

Student 5: “It would be helpful to have specific groups for different stages of the writing process to keep everything organized.”

Student 1: “A group dedicated to just peer reviews would make it easier to focus on giving and receiving feedback without other distractions.”

Hence, for the third element, the results revealed a significant enhancement in the argumentative writing abilities of ODL students who utilized Telegram Messenger compared to those who used the existing online learning approach. The interview results indicated that the students favor Telegram Messenger due to its many benefits in improving their argumentative writing and its usefulness in ODL environments.

Conclusion

In conclusion, the paper offers valuable insights into the effectiveness of Telegram Messenger as a tool for enhancing argumentative writing skills among ODL students. It provides a structured approach, credible methodology and meaningful findings that contribute to the existing literature on technology-enhanced learning in online education. ODL has become increasingly popular, especially with the rise of digital communication platforms. This study explores how platforms like Telegram Messenger can be utilized to enhance the learning experience for ODL students. By leveraging technology, educational opportunities can potentially be extended to individuals who may not have access to traditional classroom settings due to geographical, financial or other constraints. This study has shed light on the significant potential of Telegram Messenger as a discussion tool to enhance argumentative writing skills among ODL students. Through its user-friendly interface, real-time communication features and capacity for fostering collaborative learning environments, Telegram has demonstrated its efficacy in facilitating meaningful discourse and constructive feedback exchange. The findings underscore the importance of leveraging digital platforms like Telegram to bridge the gap between remote learners, providing them with accessible avenues for engaging in critical thinking and refining their written communication skills. As educators continue to explore innovative approaches to online instruction, integrating Telegram Messenger into pedagogical practices holds promise for cultivating a more interactive and effective learning experience in ODL contexts.

Author Affiliation

Table 1

Pre-test and post-test scores for control group

One-sample statistics
	N	Mean	Std. deviation	Std. error mean
Pre-test score	30	50.87	12.910	2.357
Post-test score	30	53.13	12.280	2.242

One-sample test
	Test value = 0
					95% confidence interval of the difference
	t	df	Sig. (2-Tailed)	Mean difference	Lower	Upper
Pre-test score	21.581	29	0.000	50.867	46.05	55.69
Post-test score	23.698	29	0.000	53.133	48.55	57.72

Source(s): Authors’ own work

Table 2

Pre-test and post-test score for experimental group

One-sample statistics
	N	Mean	Std. deviation	Std. error mean
Pre-test score	30	53.70	10.508	1.919
Post-test score	30	79.40	6.926	1.265

One-sample test
	Test value = 0
					95% confidence interval of the difference
	t	df	Sig. (2-tailed)	Mean difference	Lower	Upper
Pre-test score	27.990	29	0.000	53.700	49.78	57.62
Post-test score	62.789	29	0.000	79.400	76.81	81.99

Source(s): Authors’ own work

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